Direct social work practice genogram
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The need for explicit argumentation in ethical decision-making in social work. Journal of Social Work Values and Ethics, 2(1), 1-11. I’m still standing: Impacts & consequences of ethical dilemmas for social workers in direct practice. Ethical decision making: The person in the process. Research on Social Work Practice, 11(2), 223-234. Looking at the Social Work Profession through the eye of the NASW code of ethics. Exploring the paradox of teaching ethics for social work practice, Social Work Education, 24(5), 535-545. There are no answere, only choices: Teaching ethical decision-making in social work. Ethical decisions for social work practice (9th ed.).Belmont, CA: Thomson Brooks/Cole. Dolgoff, R., Harrington, D., & Loewenberg, F.M.Professional relationship boundaries: A social work teaching Mmdule. What social workers should know about ethics: Understanding and resolving practice dilemmas. Canadian Association of Social Workers.Journal of Social Work Education, 41(3), 495-510. Teaching ethical decision making using dual relationship principles as a case example. British Journal of social Work, 34, 109-123. Social work values: The moral core of the profession. Journal of Teaching in Social Work, 27 (1/2). Teaching social work students to resolve ethical dilemmas in domestic violence. British Journal of Social Work, 36(5), 777-788. Self-reflection in reflective practice: A note of caution. From triangle to spiral: Reflective practice in Social Work education, practice and research, Social Work Education, 21(2), 199-216. Researching field practice in Social Work education, Integration of theory and practice through the use of narratives. Journal of Social Work Education, 33(1), 75-84. Teaching critical thinking in Social Work practice courses. MSW students’ experience with termination: Implications and suggestions for classroom and field instruction. Challenging endings : First year MSW interns’ experiences with forced interventions and discussion points for supervisory guidance. Gelman, C., Fernandez, P., Hausman, N., Miller, S., & Weiner, M.Social Work practice: A critical thinker's guide. Journal of Teaching in Social Work, 28(1-2), 71-85. An international experience for Social Work students: Self-reflection through poetry and journal writing exercises. The challenges of creating critically reflective groups. Reflection on action: The process of helping Social Work students to develop their use of theory in practice. The relationship between critical thinking and interpersonal social skills. Countertransference, supervision and the reflection process. (n.d.) Self-directed Learning: Learning contracts. Retrieved from University of Manitoba Department of Occupational Therapy School of Medical Rehabilitation website: Developing effective practice learning for tomorrow’s social workers. Formative assessment and aelf-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education, 31(2), 199-218. Facilitating practice learning and assessment: The influence of relationship.
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Learning styles: An overview of theories, models, and measures, Educational Psychology, 24(4), 419-444. Structured process recording: A comprehensive model that incorporates the strengths perspective. Journal of Teaching in Social Work, 30 (1), 101-114. (2010) Goodness of fit: A relational approach to field instruction. Methods used to teach Social Work students in the field: A research-report from New Zealand, Social Work Education, 19(2), 145-154. The heart of Social Work: Best practitioners rise to challenges in field instruction. Journal of Teaching in Social Work, 31, 255-264. The developmental model of supervision as reflected in the experiences of field supervisors and graduate students. Everett, J.E., Miehls, D., DuBois, C., & Garran, A.M.Families in Society: The Journal of Contemporary Human Services, 80(5), 460-466. Intervention and supervision in strengths-based Social Work practice. Journal of Teaching in Social Work, 29, 101-117. Beginnings and endings in Social Work supervision: The interaction between attachment and developmental processes. Reality-play – experiential learning in Social Work training: A teaching model, Social Work Education, 22(4), 351-362.